(West Virginia University Admissions and Records "Academic Integrity/Dishonesty Policy") Challenges for universities and other institutions are great and the demonstration of change is surely called for as more and more students are restricted by time and ability, and as available sources for academic dishonesty continue to grow. Other types of academic dishonesty include but are not limited to cheating, as in using another's work in class, copying another's homework and the like (Del Carlo & Bodner 47) and also not contributing appropriately to group work
That is if the penalties are not viewed as just, there may be a common disrespect for the law and the level of cheating could actually rise. (Galles, Graves, Sexton, Walton 718) Proper citation includes many styles that are inclusive of the vital information about the source from which the information was taken
"Some recent statistics presented in the book: 80% of high school students admit to cheating, 95% of students who cheat say they don't get caught, and 34% say their parents never talk to them about cheating." (Gomez 42) The statistics associated with higher learning are more difficult to come by but the statistics of younger students can give us a good indication of the prevalence of the problem and the breadth of the danger in the future
Other types of academic dishonesty include but are not limited to cheating, as in using another's work in class, copying another's homework and the like (Del Carlo & Bodner 47) and also not contributing appropriately to group work. (Nicolay 43-51) but the main challenge of academics in the modern environment is clearly plagiarism as it ease and availability continue to grow almost by the day
As with any form of academic dishonesty and there are more than a few, plagiarism can sometimes be a vaguely understood term and the degrees to which an individual can engage in plagiarism are also varied. (Pincus & Schmelkin 96-97) (Sutherland-Smith 1-13) This work will compare and contrast the policies and procedures of two institutions of higher learning on the issue of academic dishonesty, and more specifically plagiarism
As with any form of academic dishonesty and there are more than a few, plagiarism can sometimes be a vaguely understood term and the degrees to which an individual can engage in plagiarism are also varied. (Pincus & Schmelkin 96-97) (Sutherland-Smith 1-13) This work will compare and contrast the policies and procedures of two institutions of higher learning on the issue of academic dishonesty, and more specifically plagiarism
Overt Indirect Substantive Misappropriation: Whereas overt direct substantive misappropriation is the misrepresentation of unoriginal authoritative work as the student's own writing, overt indirect misappropriation involves original text but unoriginal intellectual contribution to the material presented as academic work. Instead of reproducing prior authoritative text verbatim, students engaging in this type of plagiarism rewrite portions of prior authoritative work, sometimes entirely in their own words, but do not give appropriate credit to the original source (Boon, 2003; Girard, 2009)
The growth of the Internet has greatly increased the efficiency and speed of deliberate plagiarism by allowing students to search through thousands of published sources online without ever having to go the library. The greatly expanded range of possible sources available to contemporary students also significantly reduces the relative risk that a teacher or professor will recognize the plagiarized material on reading it (Innerst, 1998; MJS, 2004)
Even worse, many students believe their cheating is justified, partly because so many students do it that those who do not are at a disadvantage (Slobogin 2002). This is equally true at academic institutions with very high reputations as at lesser institutions (Boon 2003) and contrary to common assumptions, academic dishonesty is perpetrated as much by superior students as by average and below average students (MJS 2004)
Plagiarism and Misuse of Technology: Plagiarism is the use of published ideas without the appropriate referencing of that information by the student. According to several recent studies, plagiarism is rampant on high school and college campuses for years (Innerst 1998)
According to several recent studies, plagiarism is rampant on high school and college campuses for years (Innerst 1998). Even worse, many students believe their cheating is justified, partly because so many students do it that those who do not are at a disadvantage (Slobogin 2002)
Given the maturity level of tertiary students, it should perhaps not be surprising that they increasingly use the increasing availability of access and information as means to obtain better results at their institutions of learning. Further influencing this is the fact that young people tend to be more competent Internet users than their instructors (Etter, Cramer and Finn, 2006, p
Hence, the student is more likely to adhere to the friendship norm than the more general institutional one. Forming peer groups on campus (Hutton, 2006, p